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「学び続ける教員像」の具現化へ向けた研修の奨励施策 : 47都道府県20政令指定都市の教員研修計画からの抽出
https://doi.org/10.18999/nueduca.67.1.99
https://doi.org/10.18999/nueduca.67.1.99c8600d0a-d786-45e9-971b-e96d1564a877
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
08_nueduca670108.pdf (464.3 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-10-02 | |||||
| タイトル | ||||||
| タイトル | 「学び続ける教員像」の具現化へ向けた研修の奨励施策 : 47都道府県20政令指定都市の教員研修計画からの抽出 | |||||
| 言語 | ja | |||||
| その他のタイトル | ||||||
| その他のタイトル | An Incentive for Teachers Training Aimed to Encourage the Notion of “Teachers as Continuous Learners” : Extract from Teacher Training Programs in 47 Prefectures and 20 Major Cities | |||||
| 言語 | en | |||||
| 著者 |
松田, 香南
× 松田, 香南× MATSUDA, Kanan |
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| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this research is to clarify the features of a Japanese policy that supports the philosophy of “teachers as continuous learners.” The policy aims to incentivize teachers to participate in teacher training, and by doing so, allow for the documentation of trends relating to teaching improvement via a teacher training program analysis designed by the Regional Educational Administration. This study found the following: According to an overview of teacher training programs designed by the boards of education of 47 prefectures and 20 major cities, the current program trends fall into 3 strategic categories: 1) a focus on school management, 2) promotion of “efficiency” in schools, and 3) “support” for teacher professional development. Regarding the strategy for management, training is promoted through the strengthening management by educational administrators and principals. In order to promote “efficiency,” part of the administration training attempts to shift the implementation site from out-of-school environments to in-school sites. Finally, the strategy to “support teachers” suggests that although teacher professional development training can be very diverse, the actual content of the training is limited. Each regional administration bureau combines these three strategies, and constructs for its own system and policies, a program it hopes will incentivize teachers to participate. In theory, such policies seem to promote “school-based teachers training” and “teacher self-development,” but in actuality, the content of the training is not so diverse; one might even call it restricted. In conclusion, although these programs share the intention to manage and promote wholistic teacher training --not only administration training, but teacher professional development and school-based training-- they overall reveal a restriction of program content. | |||||
| 言語 | en | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学大学院教育発達科学研究科 | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/nueduca.67.1.99 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 1346-0307 | |||||
| 書誌情報 |
ja : 名古屋大学大学院教育発達科学研究科紀要. 教育科学 巻 67, 号 1, p. 99-107, 発行日 2020-09-30 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
